Addressing “The Math Problem:”
 Working Together 
on “Group-Worthy” Work
Spokane Area Math Symposium
November 2010
Dr. Bil...
Outline of Comments
What the work is really about
Why it’s “group-worthy”
How we’re approaching the work
Value/role of col...
It’s About Equity, Not Just Math
Why the Work is Group-Worthy
RESOURCES
REPUTATION
BIASES & ATTITUDES
INERTIA
CONTROL
AUTONOMY
INCENTIVES
COMPLEXITY OF...
Administrative Support:Addressing Barriers to Transforming Practice
TMP Math Projects
Transition Math Project
Student Attributes for Math Success
Algebra II Applications
Re-Thinking Pre-Coll...
Source: Uri Treisman & Jenna Cullinane, UT-Austin, from Achieving the Dream data
32%
27%
41%
33%
26%
41%
Re-Thinking Pre-College Math
Knowledge Exchange Networks
Department/
 Program
Faculty Inquiry Groups
Changing the Core
We put an enormous amount of energy into changing structures and usually leave instructional practice un...
Fundamental Shift: “Open Source Teaching”
Our understanding of learning will accelerate faster in a teaching community tha...
And Another Problem…
“The student described a terrific course offered by the college of agriculture, consisting of realist...
“Come for the Content, 
Stay for the Community”
Re-Thinking Pre-college Math Project
Knowledge Exchange in Developmental M...
“Ladder of Engagement”
Issue-oriented repository of  exemplary practices & resources
Spokane Math Symposium November 2010
Spokane Math Symposium November 2010
Upcoming SlideShare
Loading in …5
×

Spokane Math Symposium November 2010

378 views

Published on

Overview/update of K-16 math issues in Washington state

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
378
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Spokane Math Symposium November 2010

  1. 1. Addressing “The Math Problem:” Working Together on “Group-Worthy” Work Spokane Area Math Symposium November 2010 Dr. Bill Moore Washington State Board for Community & Technical Colleges 360-704-4346, bmoore@sbctc.edu Re-Thinking Pre-college Math Project
  2. 2. Outline of Comments What the work is really about Why it’s “group-worthy” How we’re approaching the work Value/role of collaborative networks
  3. 3. It’s About Equity, Not Just Math
  4. 4. Why the Work is Group-Worthy RESOURCES REPUTATION BIASES & ATTITUDES INERTIA CONTROL AUTONOMY INCENTIVES COMPLEXITY OF SYSTEMS EGO STRUCTURES & LOGISTICS TIME
  5. 5. Administrative Support:Addressing Barriers to Transforming Practice
  6. 6. TMP Math Projects Transition Math Project Student Attributes for Math Success Algebra II Applications Re-Thinking Pre-College Math Project
  7. 7. Source: Uri Treisman & Jenna Cullinane, UT-Austin, from Achieving the Dream data 32% 27% 41% 33% 26% 41%
  8. 8. Re-Thinking Pre-College Math Knowledge Exchange Networks Department/ Program Faculty Inquiry Groups
  9. 9. Changing the Core We put an enormous amount of energy into changing structures and usually leave instructional practice untouched…We are attracted and drawn to these [efforts] because they’re visible and, believe it or not, easier to do than to make the hard changes, which are in instructional practice… Richard Elmore, “The Limits of ‘Change’,” January/February 2002
  10. 10. Fundamental Shift: “Open Source Teaching” Our understanding of learning will accelerate faster in a teaching community that acts like a learning system—one that makes knowledge of what it takes to learn explicit, adapts it, tests it, refines practice, reflects, rearticulates, and shares that new knowledge. Teaching must become problematized, innovative and professional, taking research as its model. Diane Laurillard, “Open Teaching: The Key to Sustainable and Effective Open Education”
  11. 11. And Another Problem… “The student described a terrific course offered by the college of agriculture, consisting of realistic problems tackled by student teams exploring and using the resources of a research university. ‘I have never learned so much in a class. I didn’t even know I could learn like that.’ ‘That professor must be a wonderful teacher,’ I responded. The student laughed. ‘We did all the work; he just assigned the problems and helped out. He doesn’t know how to teach.’” Larry Spence, “The Case Against Teaching,” Change, November/December 2001
  12. 12. “Come for the Content, Stay for the Community” Re-Thinking Pre-college Math Project Knowledge Exchange in Developmental Math Changing the Equation (NCAT) Knowledge Exchange Networks Carnegie Statway Project Collaboratory Developmental Education Initiative National Repository of Online Courses
  13. 13. “Ladder of Engagement” Issue-oriented repository of exemplary practices & resources

×